DOCÊNCIA EM LÍNGUA PORTUGUESA: SABERES E ENCONTROS IDENTITÁRIOS

• Autor(a) principal: Pires, Maria das Graças Porto
• Data de Publicação: 2022
• Outros Autores: Ferreira, Lúcia Gracia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prâksis
• Texto Completo: http://periodicos.feevale.br/seer/index.php/revistapraksis/article/view/2974
• topic: Saberes docentes; Língua Portuguesa; (Auto)biografia

The present investigation aimed to describe the paths that determined the trajectory of Portuguese language teachers, without specific training. It was carried out as a qualitative and (auto) biographical approach, being of an exploratory nature, based on life stories. The Biographical Project Workshops (PBL) proposed by Delory-Momberger (2014) were used to produce the data. The research corpus is composed of (auto) biographical narratives constructed in the ABP meetings and we use content analysis as a technique for data analysis. In the analysis, we sought to interpret the data from the construction of the trajectory (personal and professional) of the investigated teachers. Thus, we show that teachers revealed knowledge and non-knowledge arising from social relationships and their professional training. Still, the existence of trajectories marked by different life stories, but that converge in teaching in Portuguese (LP). In this way, we perceive the training processes and teaching in LP contributed to the construction of paths and knowledge that dialogue with the teaching identities.